Name: Victoria Clark
Grade level: 6th
Subject: Science
Objectives: Students will be able to identify different types of clouds and the types of weather that these clouds represent.
Technologies to be used: Voice Thread, YouTube and Screencast-O-Matic
Prerequisite Knowledge: Students know that there is different weather everyday and every season. They know that there are clouds in the sky and on some days it is windy and on others the air is dry and still. The students know the water cycle (precipitation, run-off, evaporation, condensation). The six elements of weather.
Wind speed and direction (learned already)
Type and amount of of clouds
Type and amount of precipitation
Air pressure (barometric pressure)
Air temperature
Humidity
Content: Connecticut Science Standards: 6.3a Local and regional weather are affected by the amount of solar energy the area receives and proximity to a large body of water.
Grade Level Concepts (10): Wind is caused by air moving from areas of low pressure...
Grade Level Concepts (12): Water on Earth evaporates into the atmosphere....
Grade Level Concepts (16): Connecticut often has rapidly changing weather because...
Describe the lesson: Students will be shown the screencast video below on the water cycle and be reminded it importance in weather. Their attention will then be drawn to the condensation stage of the water cycle, or the creating of clouds. There will be a poster of the elements of weather on the board and their attention will be directed to the second item on clouds. Students will then be shown the voicethreading below on clouds. Their assignment for the day is to go through the voicethread (as a class) and choose a certain cloud to find a fun fact about (make sure to create a detailed list of which students chose which clouds and put a limit on the amount of people on each cloud). They can either type in a fun fact or use the headphones with microphone to say their fun fact. Remind them that it is alright if they have the same fun fact as someone else, but they should search deep!
Check for understanding: To check for understanding open the voice thread after all the students have found their fun fact (this might become homework), and share each of the students comments with the class and have the students describe where they found the fact. Do they think the fact is valid and from a reliable source?
Lesson 1
Name: Victoria Clark
Grade level: 6th
Subject: Science
Objectives: Students will be able to identify different types of clouds and the types of weather that these clouds represent.
Technologies to be used: Voice Thread, YouTube and Screencast-O-Matic
Prerequisite Knowledge: Students know that there is different weather everyday and every season. They know that there are clouds in the sky and on some days it is windy and on others the air is dry and still. The students know the water cycle (precipitation, run-off, evaporation, condensation). The six elements of weather.
Content: Connecticut Science Standards: 6.3a Local and regional weather are affected by the amount of solar energy the area receives and proximity to a large body of water.
Grade Level Concepts (10): Wind is caused by air moving from areas of low pressure...
Grade Level Concepts (12): Water on Earth evaporates into the atmosphere....
Grade Level Concepts (16): Connecticut often has rapidly changing weather because...
Describe the lesson: Students will be shown the screencast video below on the water cycle and be reminded it importance in weather. Their attention will then be drawn to the condensation stage of the water cycle, or the creating of clouds. There will be a poster of the elements of weather on the board and their attention will be directed to the second item on clouds. Students will then be shown the voicethreading below on clouds. Their assignment for the day is to go through the voicethread (as a class) and choose a certain cloud to find a fun fact about (make sure to create a detailed list of which students chose which clouds and put a limit on the amount of people on each cloud). They can either type in a fun fact or use the headphones with microphone to say their fun fact. Remind them that it is alright if they have the same fun fact as someone else, but they should search deep!
Check for understanding: To check for understanding open the voice thread after all the students have found their fun fact (this might become homework), and share each of the students comments with the class and have the students describe where they found the fact. Do they think the fact is valid and from a reliable source?
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